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Special Education Topics, Education and Impacts of Autism, ≈≈≈≈≈≈≈≈≈, Co…
Special Education Topics
Emotional Behavior Disorders Melissa Wright What is it? EB/D is a condition where a child exhibits significantly different behavior or emotional responses than are acceptable for their environment
Around 8.3 million children have EBD
Around 2.9 million US children use prescribed meds to treat EBD
Support for Students with EBD (school setting):
Keeping class rules simple and clear
Allowing breaks to leave the classroom
Social skills training
Relaxation techniques
History of EBD:
Defined in 1961 by Eli Bower
Prior to 19th century people with emotional and behavioral disorders were institutionalized
Very stigmatized
*In 20th century, different groups began
advocating for people with these disorders
*1997, IDEA cited EBD as a disability
classification
How EBD Manifests:
Externally:
Aggression
*Outward Disruption
Internally:
Social Withdrawal
Depression
Anxiety
Self-harm
Students with EBD have varying levels of intelligence, academic ability, and social skills.
Students with EBD Need Intervention or these are likely:
Low literacy
Low numeracy
Excluded from gen ed settings
due to behavior issues
Likely to drop out of school
Incarceration
Commit violent crimes
Substance Abuse
Unemployment
*Suicide
Some Effective Treatments:
Individualized Intervention
Counseling
Medication
Psychosocial intervention
Social skills training
Relaxation training
Specific Emotional Behavioral Disorders
Anxiety disorders
Bipolar disorder
Eating disorders
Conduct disorders
Obsessive compulsive disorder
Psychotic disorders
Causes of EBD:
Unknown, but some factors include:
Heredity
Brain disorder
Diet
Stress
Family functioning
Conduct Disorders in Children by William Ryan
Conduct disorder involves a pattern of behavior where children consistently violate societal norms and the rights of others. This can manifest as aggression, deceitfulness, and rule-breaking. While there may be various underlying factors contributing to the disorder, it's essential to approach affected students with empathy and understanding, recognizing that their behavior is often a result of complex interactions between genetics, environment, and social influences.
Challenges in the Current Teaching Environment:
Supporting a student with conduct disorder in the classroom may present several challenges:
Disruption of Learning Environment: The disruptive behavior of the student may impact the learning environment for other students, requiring careful management to maintain a productive classroom atmosphere.
Limited Resources: Schools may have limited resources, including time, personnel, and funding, to adequately support students with complex behavioral needs.
Teacher Training and Support: Educators may require additional training and support to effectively implement strategies for managing conduct disorder in the classroom. Professional development opportunities and access to mental health resources can be beneficial.
Stigma and Misunderstanding: There may be stigma and misunderstanding surrounding conduct disorders, which can affect the way the student is perceived by peers, educators, and even their own family members. Creating a culture of acceptance and understanding within the school community is essential.
Support Strategies in the Classroom
to help a student with conduct disorder in my classroom, I would implement a multi-faceted approach:
Clear Expectations and Consistent Boundaries: Establishing clear rules and expectations helps provide structure for the student. Consistent enforcement of boundaries is crucial for maintaining a safe and predictable environment.
Positive Reinforcement: Acknowledging and rewarding positive behavior can encourage the student to repeat those actions. Praise and rewards can motivate them to engage in more appropriate behaviors.
Behavioral Interventions: Implementing evidence-based behavioral strategies, such as token economies or behavior contracts, can help shape desired behaviors over time. These interventions should be tailored to the individual needs of the student.
Behavioral Interventions: Implementing evidence-based behavioral strategies, such as token economies or behavior contracts, can help shape desired behaviors over time. These interventions should be tailored to the individual needs of the student.
Emotional Support: Providing a safe space for the student to express their feelings and concerns can help them develop emotional regulation skills. Teaching coping strategies and problem-solving techniques can also be beneficial.
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ADHD
by Jing Zhu
Laws associated with ADHD
Support services offered in educational institutions
Current issues
Treatment Challenges
: ADHD presentations and comorbidities makes treatment challenging
Misconceptions
:many misconceptions about ADHD symptoms and treatment
Comorbidities
: ADHD is often associated with other conditions or disorders
Contempory trends
Prevalence
: Rates of diagnosed ADHD have increased over the years
A brief history
:
Early 1900s
: ADHD was first mentioned in 1902 by British pediatrician Sir George Frederic Still
1987
: The DSM-III-R renamed it to "attention deficit hyperactivity disorder (ADHD)"
1980
: The DSM-III changed the name to "attention deficit disorder (ADD)"
1968:
The DSM-II included “hyperkinetic reaction of childhood” for the first time
1952
: ADHD was not recognized in the first edition of the DSM
Description:
ADHD is one of the most common developmental disorder. It is usually dianosed in childhood and often lasts into adulthood. It is characteriized by a persistent pattern of inattention and/or hyperactivity-implusitivity that can intefere with daily relationships and activities.
Treatment:
A shift towards medication over counseling and non-medical therapies
Diagnosis:
ongoing debate about increased recognition versus overdiagnosis
Advancements in research
Neuroimaging
: Shift from individual brain regions to complex brain network dysfunctions
Treatment Efficacy:
Evidence supporting the short-term efficacy of pharmacological treatments
Genetics
: Recent findings of genome-wide significant risk loci for ADHD
Special Education Classes
: Tailored instruction to meet the specific learning needs of students with ADHD**
Classroom Accommodations:
Such as preferential seating, extended time on tests, and permission to record lectures
In-School Tutoring:
To provide extra help with coursework and study strategies
Occupational/Physical Therapy
: To assist with any motor skills difficulties**
Individualized Education Programs (IEPs):
Customized educational plans that outline specific accommodations and goals
504 Plans:
Formal plans that schools develop to give students with disabilities the support they need
3.
Americans with Disabilities Act
(ADA)
The ADA prohibits discrimination on the basis of disability in all public and private schools, regardless of the receipt of federal funds
1.
Individuals with Disabilities Education Act
(IDEA)
IDEA is another important law that provides students with disabilities the right to a free appropriate public education (FAPE) in the least restrictive environment.
2.
Section
504
of the
Rehabilitation Act
of 1973
504 requires schools to provide accommodations and modifications to meet the educational needs of students with disabilities.
Autism Spectrum Disorders By Chris Roe
Summary:
Autism spectrum disorder is a neurological and developmental disorder that affects social skills and interactions, behaviors, learning ability, and communication. According to the NIH, it's considered a "spectrum" disorder because there is a wide range of ways that the disorder can affect people. Some students with Autism may have a few symptoms, whereas other students may have a wide range of symptoms with varying degrees of severity. Autism is a lifelong disorder, and with the proper interventions, support, and services, people can improve their functioning and navigate their disability better.
Legal history and laws associated with Autism
: IDEA made sweeping changes to special education and disability law in the US, and Autism was a major part. In 1990, when Congress reauthorized the 1975 act as IDEA, it included Autism as an academic disability. This guaranteed autistic students FAPE, as well as allowed them to receive special education services.
In 1943
, what we now consider Autism, was first manifested or observed to be Kanner Syndrome. This was in part described as "abnormal behavior."
In 1979
, the "triad of impairments" encompassed social interaction, communication, and imagination. These students had similarities to Kanner Syndrome. The triad of impairments reflected a broader spectrum.
In 1944
, Hans Asperger documented children who were similar to Kanner Syndrome, but were exceptional in many elements of their academic performance. Further studies in the 1990's expanded upon Asperger's. Asperger's was shown to parallel the triad of impairments.
The DSM-IV in
1994
first categorized Autism as a "spectrum disorder." Research expanded significantly in the 90's as experts sought to identify genes that contributed to autism. After research was inconclusive, experts decided it was best to refer to Autism as a spectrum disorder with mild to severe impacts.
Education and Impacts of Autism
Social Communication Deficits:
Decreased sharing of interests with others.
Difficulty appreciating their own & others' emotions.
Aversion to maintaining eye contact.
Lack of proficiency with use of non-verbal gestures.
Stilted or scripted speech.
Interpreting abstract ideas literally.
Difficulty making friends or keeping them.
Behavior Impacts
:
Arranging things, often toys, in a very particular manner.
Stereotypical movements such as hand flapping, rocking, spinning.
Sensory hypersensitivity, e.g., aversion to loud noises.
Difficulty tolerating changes in routine and new experiences.
Expecting others to be equally interested in those subjects.
Being overly focused on niche subjects to the exclusion of others.
Inflexibility of behavior, extreme difficulty coping with change.
Placement Options
General education setting:
Students receive support with their same-aged peers. Students can receive a variety of supports in this setting according to their IEP or 504 plan. Students can receive pull-out supports like Tier-3 academic intervention, occupational therapy, speech and language therapy, physical therapy, etc.
Special education placement:
Students receive support in what is commonly referred to as a Resource Room where a special education teacher provides instruction in a small setting. They can still participate with peers in specials, lunch, recess, etc.
Self-contained placement
: This placement is reserved for students who have a severe manifestation of their symptoms. They often work with a different curriculum, instructional materials, resources, etc. Classes are taught by special education teachers with the support of paraeducators. A lot of data, time, and process goes into suggesting students have a self-contained placement.
Out of district or private school placement:
Parents may opt to have their child sent to a private school or special school that can meet the needs of their student if the school system cannot. Usually this is a long process that takes place with many meetings, including with higher-ranking special educators and administrators involved. This may also be a legal process where the district is required to pay for the student's placement.
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Co-occurring disabilities
: students with autism are at a higher risk of having comorbidities that can include specific learning disabilities, anxiety, depression, etc. Special education teams should work to incorporate services, accommodations, modifications, and supports for students with additional challenges.
Supports can include accommodations that support the related academic or cognitive deficiency. For example, for dyscalculia students could have math tools, calculator, manipulatives, etc.
Students many need emotional support, researched-based behavior interventions, clear communication and boundaries, explicit instruction, and along with various academic accommodations to be successful in the classroom.
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Laws Regarding Students with EBD:
Student with EBD is entitled to public school special education
Students with EBD receive Free and Appropriate Education under IDEA
IDEA requires students must have
one or more of the following:
Learning problems at school
Difficulty maintaining and creating interpersonal relationships
Inappropriate behavior
*Fears or physical symptoms relative to school
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Addressing these challenges requires a collaborative effort involving educators, administrators, support staff, families, and mental health professionals to create a supportive and inclusive learning environment for all students.